Giáo án Tiếng Anh 12 Global Success Unit 6 Communication and Culture

Form

Pronunciation

Meaning

Vietnamese equivalent

1. evolution (n)

/ˌiːvəˈluːʃn/

the slow steady development of something

tiến hóa

2. stimulus (n)

/ˈstɪmjələs/

something that helps somebody/ something to develop better or more quickly

chất xúc tác

3. provoke (v)

/prəˈvəʊk/

to cause a particular reaction or have a particular effect

kích thích

4. slope (n)

/sləʊp/

a surface or piece of land that slopes (= is higher at one end than the other)

sườn núi

5. imitate (v)

/ˈɪmɪteɪt/

to copy somebody/something

bắt chước

Anticipated difficulties

Solutions

Students are reluctant to work in groups.

- Encourage students to work in pairs and in groups so that they can help each other.

- Provide feedback and help if necessary.

Students may lack vocabulary to deliver a speech.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before every activity).

- Provide vocabulary and useful language before assigning tasks

- Encourage students to work in groups so that they can help each other.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Video watching

- Before playing the video, teacher asks Ss to watch carefully and try to remember as many details as possible. Ss can take notes if they want.

- Teacher shows the question, Ss raise their hands to grab the chance to answer.

- Teacher leads in the lesson.

- Students work in groups to do the activity.

- Students raise their hands to answer the questions.

Link: https://www.youtube.com/watch?v=Q1d5aiBFNpM

Questions:

What’s your impression on Ameca – the robot?

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (6 mins)

- Ask Ss to read through the two incomplete conversations. Check comprehension by asking questions, e.g. Who are the speakers? What are they talking about? What is the difference between conversation 1 and conversation 2?

- Give Ss a few minutes to read the expressions in the box and check understanding.

- In stronger classes, encourage Ss to fill in the gaps based on context clues.

- Have Ss listen and complete the conversation with the words from the box.

- Check answers by asking two Ss to read out the conversations.

- Have Ss underline expressions used to get attention (Hey, May I have your attention) and interrupt (Do you mind, I’m sorry for interrupting)

- Put Ss in pairs and have them practise the conversation.

- Invite some pairs to role play the conversation in front of the class.

- Students listen to the recording.

- Students complete the conversation with words in the box.

- Students practise the conversation in pairs.

Answer key:

1. C

2. B

3. D

4. A

Useful expressions (7 mins)

- Teacher gives students a list of expressions which are mixed together. Ss have to classify them into 2 groups: get attention and interrupt.

- Teacher asks Ss to classify the expressions into two groups.

- Check as a class.

- T asks if Ss can add some more expressions.

- Ss work in groups to do the task.

- Ss take notes into their notebooks.

* Getting attention

• May I have your attention, please?

• Could I ask you a question?

• Can I have a few seconds/a moment of your time?

• Look!/Listen!/Watch!

• Excuse me!

• Sorry to bother you.

• Hey!

* Interrupting

• I'm sorry for interrupting/to interrupt, but I don't quite understand ...

• Sorry for the interruption, but could you(repeat) ...

• This wll only take a minute.

• Would you mind (telling me) ...

• I apologise for the interruption, but I have an important question about ...

• Pardon me/Excuse me, I have …

• Hold on!

• Just a second

Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these situations. One of you is A, the other is B. Use the expressions below to help you. (6 mins)

- Ask Ss to read through the situations and check understanding. Ask them if they have been in similar situations, e.g. if they go to a museum and robot exhibition, see a friend and want to get his/her attention, how they can interrupt a speaker in a talk on AI.

- Have Ss work in pairs. In weaker classes, underline words and phrases in the model conversation that Ss can replace with information from the new situations. You can also write some prompts on the board.

- Go through the Useful expressions in the box and remind Ss to use them in their conversations.

- Give Ss a few minutes to plan their conversations. Have them write down some prompts to help them, e.g. how they are going to get the attention of a friend, how they are going to interrupt a speaker to ask a question…

- Walk around the class and provide help if needed.

- Call on some groups to role play their conversations in front of the class. Praise for good effort, appropriate use of the expressions for getting attention and interrupting, clear pronunciation and fluent delivery.

- Make a plan for the conversation.

- Practise the role-play conversation, based on the two situations.

- Swap the role and continue practising.

- Perform in front of class.

Suggested answer:

1.

A: Hey, Long.

B: Oh, hi, Mai. I didn’t expect to see you here. It’s a great exhibition of 21st-century robots, isn’t it?

A: Yes, it is. Oh look! There’s also a VR tour of the robots of the future.

B: Sounds exciting! Shall we do the tour together?

A: Yes, good idea.

2.

A: … So I have talked about the use of AI in education. Now, let’s move on to applications of AI in

our home.

B: Sorry for interrupting you, Dr Peterson, but before you start the new topic, could I ask a question?

A: No problem. Go ahead.

B: Thank you. Would you mind telling us more about the challenges of using AI chatbots in the classroom?

A: That’s a good question. First, chatbots can distract students in the classroom. Second, they can make you dependent on technology. Finally, they may provide wrong answers if there are errors or bugs in the software.